Psychology 675
Clinical Research Methods
Fall 2004
Lizabeth.Roemer@umb.edu
M-4-215/7-6358
Office hours T Th
Course description: The goal of this course is to provide you with the expertise necessary (a) to evaluate the adequacy of published research and to draw your own conclusions from existing empirical findings, (b) to generate logical, novel hypotheses based on theories and prior empirical results about psychopathology and psychotherapy, and (c) to create valid experimental designs and methodologies to test those hypotheses.
Evaluation:
Critical reviews of
articles (10% each) At
three points during the semester you will be asked to submit an article and a
critical review of that article. You will focus on the particular issues we are
covering in class during that time. Thus the first critique will focus on
hypothesis development and issues of internal and external validity, the second
will focus on issues in treatment outcome studies, and for the final critique
you will address cultural issues. Each critique should contain suggestions for
future research as well (at least one concrete suggestion of how this area of
research can be continued). You should consult with your mentors and try to
choose articles relevant to your area of research interest. Critiques will be
evaluated based on application of critical thinking and concepts learned in
class – comprehensive critiques are not expected. A good critique is able to
link weaknesses in design with limitations to conclusions drawn and discusses
what conclusions can be drawn given various flaws, as well as which conclusions
cannot be made due to the design. Due dates: 9/29, 10/18, 11/22
Two exams (15% each). These will be in class, straightforward examinations that assess your comprehension and recall of central concepts in research design. They will be drawn largely from course readings. These exams are included to ensure that you truly master the core concepts of research methodology so that you can use them effortlessly as both a researcher and consumer of empirical studies. Dates: 10/25 & 12/1
Final research proposal (optional and ungraded) You may choose to turn in a draft of your masters research proposal that includes specific aims, background and significance, and research design. Hopefully, this can serve as your first draft of your master’s proposal. However, you may not have finalized your project yet, in which case this can serve as practice in writing up a research proposal in the area you are interested. You should work with me and with your mentor to settle on what to focus on if you have not finalized your research plan. This is an opportunity for you to receive methodological and conceptual feedback early in the process of formulating your Master’s thesis. However, if writing something up at this point is too stressful, you are free to choose not to do this assignment at all. However, everyone must do the presentation described below.
Due date: 12/20
Research Proposal Presentation (10%) The last three class periods will be devoted to informal presentations of your Masters’ thesis ideas. You will each have about 20 minutes to talk about your research. Feel free to use this time to solicit suggestions regarding problematic aspects of your research design - you will have the benefit of 8 other newly trained research methodologists to help you problem-solve. Due date: 12/6, 12/8, & 12/13
Class participation
and preparation (30%) I
expect you to come to class having read the assigned readings and thought about
them. I will provide questions to help you think about your own research in
relation to the readings, and you will also be given empirical articles that
demonstrate methodological points we are discussing that you should be prepared
to critique in class. You do not need to turn in formal answers to these
questions, but you should bring notes so you are prepared to discuss them in
class. In addition, if any questions arise while you are doing the
reading, I would appreciate an email by
Required textbook:
Kazdin, A.E. (2002). Research design in clinical psychology
(4th ed.)
Tentative schedule
of readings and topics to be covered
9/8 Introduction, why do we need to
understand clinical research?
9/13 Building a research idea
Kazdin Ch.1, Ch 5
Platt, J.R. (1964). Strong inference. Science, 146, 347-353.
9/15 Building a research idea continued
turn
in one page summary of research thoughts for masters
9/20 Drawing valid inferences I
Kazdin Chapter 2
Kazdin, A.E. (1978). Evaluating the generality of findings in analogue therapy research.
Journal
of Consulting and Clinical Psychology, 46, 673-686.
Borkovec, T.D. & Rachman, S.
(1979). The utility of analogue research. Behaviour Research
and Therapy, 17, 253-261.
9/22 Drawing valid inferences II
Kazdin Chapters 3 & 4
Roemer, L., & Borkovec, T. D. (1994). Effects of suppressing thoughts about emotional
material. Journal
of Abnormal Psychology, 103, 467-474.
come to
class prepared to critique based on the readings of the week
9/27 Experimental design
Kazdin chapters 6 & 8
9/29 Experimental
design 2
van de Vijver & Leung chapter 2
Baron, R.M., & Kenny, D.A. (1986).
The moderator-mediator variable distinction in social
psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Kraemer, H. C., Stice, E., Kazdin, A., Offord, D., & Kupfer, D. (2001). How do risk factors work
together? Mediators, moderators and independent, overlapping, and proxy risk
factors. American Journal of Psychiatry,
158, 848-856.
critique
#1 due
Think about: what
type of design are you thinking of using for your masters - how do this week’s
readings relate?
10/4 Dependent variables
Kazdin chapter 13
Nisbett & Wilson (1977). Telling more than we can know: Verbal reports on mental processes.
Psychological
Review, 84. 231-259.
Think about: What
measurement issues are you struggling with for your masters
project?
10/6 Control
groups/psychotherapy research
Kazdin Chapters 7 & 14
Borkovec, T.D. (1994). Between-group therapy outcome research: Design and methodology. In
L.S. Onken & J. D. Blaine
(Eds.), NIDA Research Monograph #137,
pp. 249-289.
Castonguay, L.G. (1993). Common factors" and "nonspecific variables": Clarification of the
two concepts and recommendations for research. Journal of Psychotherapy Integration, 3, 267-286.
10/11 Empirically supported treatments
Chambless, D.L., &
Consulting and Clinical Psychology, 66, 7-18
Borkovec, T.D., & Castonguay, L.G. (1998) What is the scientific meaning of empirically
supported
therapy? Journal of Consulting and
Clinical Psychology, 66, 136-142.
Goldfried, M.R., & Wolfe, B.E. (1998) Toward a more clinically valid approach to therapy
research. Journal of Consulting and Clinical
Psychology, 66, 143-150.
and determining the clinical significance of treatment effects:
Description, application, and alternatives. Journal of Consulting and Clinical Psychology, 67, 300-307.
Gladis, M. M., Gosch, E.
A., Dishuk, N. M.
& Crits-Cristoph, P.
(1999). Quality of life:
Expanding the scope of clinical
significance. Journal of Consulting and Clinical
Psychology, 6, 320-331.
Rounsaville, B. J., Carroll, K. M., & Onken, L. S.
(2001). A stage model of
behavioral therapies
research: Getting started and moving on from
Practice,
8, 133-142.
10/13 More on empirically supported
treatments
Westen, D.,
Novotny, C.M., Thompson-Brenner, H. (2004). The empirical status of empirically
supported psychotherapies: assumptions, findings, and reporting in controlled clinical
trials. Psychological Bulletin, 130,
631-663.
Haaga, D.A.F.
(2004). A healthy dose of criticism for randomized trials: Comment on Westen, Novotny, and Thompson-Brenner (2004). Psychological Bulletin, 130, 674-676.
Westen, D.
Novotny, C. Thompson-Brenner, H. (2004). The next generation of psychotherapy research:
Reply to Ablon and Marci (2004), Goldfried
and Eubanks-Carter (2004), and Haaga (2004). Psychological Bulletin, 130, 677-683.
Crits-Christoph, P.,
Rosen, G. M., & Davison, G. C. (2003). Psychology should list empirically supported
principles of change (ESPs) and not credential
trademarked therapies or other treatment packages. Behavior Modification, 27, 300-312.
reprocessing
(EMDR) treatment for psychologically traumatized individuals. Journal of Consulting and Clinical
Psychology, 63, 928-937. come to class prepared to critique based on
readings
10/18 Research in clinical practice/Single case designs
Kazdin chapter 10 & 11
Borkovec, T.D., Echemendia,
R.J., Ragusea, S.A., & Ruiz, M. (2001).
The
Research Network and future possibilities for clinically meaningful and scientifically
rigorous psychotherapy effectiveness research. Clinical Psychology: Science and Practice, 8, 155-167.
Persons, J. B. (2001). Conducting effectiveness studies in the context of evidence-based clinical
practice. Clinical Psychology: Science and Practice, 8, 168-172.
critique
#2 due
10/20 Case-control and Cohort Designs
Kazdin Chapter 9
10/25 EXAM #1
10/27 & 11/1 Cross-cultural research
van de Vijver & Leung Chapter 3
Excerpt from American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402.
Suzuki-Crumly,
J. & Hyers, L. (2004) The
relationship among ethnic identity, psychological well-being, and intergroup competence: An investigation of two biracial groups.
Cultural Diversity and Mental Health, 10, 137-150. come
to class prepared to critique based on readings
Think about: How are you addressing cultural issues in your masters? Will your sample be ethnically diverse? How will you address this diversity? What questions will remain unanswered?
11/3 & 8 Qualitative research/process research
Kazdin chapter 12
Taylor,
S. J. & Bogdan, R. (1998). Introduction to
qualitative methods: A guidebook and resource (3rd edition).
Chapter
from Cresswell, J.W (2002). Research methods: Quantitative, Qualitative and Mixed Method
Approaches.
Waldinger, R. J., Seidman, E.L., Gerber, A. J., Liem, J. H., Allen, J. P.,
& Hauser, S. T. (2003). Attachment and core relationship themes: Wishes for
autonomy and closeness in the narratives of securely and insecurely attached
adults. Psychotherapy Research, 13, 77-98. come to class prepared to critique based on readings
Thai, H.C. (1999).
“Splitting things in half is so White!”: Conceptions
of family life and friendship and the formation of ethnic identity among second
generation Vietnamese Americans. Amerasia Journal, 25, 53-88. come to class prepared to critique based on readings
11/10 & 15 Statistical
methods
Kazdin 15 & 16
Think about: What
statistical methods are you likely to use in your masters? What questions do
you have about them?
11/22
Ethics
Kazdin chapter 17
critique
#3 due
11/29 Writing up results
Kazdin chapter 18
12/1 EXAM #2
12/6, 8 & 13 research proposal presentations